Determinants of teaching quality: What's important to students?   总被引：7，自引：0，他引：7  

Josef M. Broder  Jeffrey H. Dorfman 《Research in higher education》1994,35(2):235-249

A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations. An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent of the explained variation in course ratings was associated with attributes that measure how much a student learned in the course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed.  相似文献   

Educational counseling of workers in Czechoslovakia     

Emil Livečka  Josef Kubálek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(4):453-456

Conclusion Theoretical work regarding counseling in the enterprise sphere (in contrast to the school sphere) is currently sporadic and still quite specialized.In cooperation with the European Centre for Leisure and Education, Prague  相似文献   

Theory of mind and self-control: more than a common problem of inhibition   总被引：14，自引：0，他引：14  

Perner J  Lang B  Kloo D 《Child development》2002,73(3):752-767

This study tested the theory that advances on theory-of-mind tasks and on executive function tasks show a strong correlation because the typically used theory-of-mind tasks pose the same executive demands. In Experiment 1 with fifty-six 3- to 6-year-old children, performance on the dimensional change card-sorting task as an executive function task was correlated with performance on the usual false-belief prediction task, r = .65, and the false-belief explanation task, r = .65, as measures of theory-of-mind development. Because the explanation version of the false-belief test is supposed to be free of the alleged executive demands inherent in the prediction version, the equally strong correlation with the executive function task suggests that this correlation cannot be due to common executive demands. In Experiment 2, the basic finding of Experiment 1 was replicated on another sample of 73 children, ages 3 to 5.5 years. The need for new theories to explain the developmental link between theory of mind and executive function development is discussed, and some existing candidates are evaluated.  相似文献   

Teacher self-efficacy as a long-term predictor of instructional quality in the classroom     

Josef Künsting  Victoria Neuber  Frank Lipowsky 《European Journal of Psychology of Education - EJPE》2016,31(3):299-322

In this longitudinal study, we examined teachers’ self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality. Teachers’ optimism, engagement, and strain were assessed to gain information about the construct validity of the scales on self-efficacy and mastery goal orientation. We analyzed the self-report data of 203 German in-service teachers who participated in all of three time points of assessment (the years 2001, 2008, and 2011). Confirmatory factor analyses supported the assumed three-dimensionality of instructional quality. Teacher self-efficacy was found to be relatively stable and to be a long-term predictor of instructional quality as indicated by the results of latent variable modeling. Moreover, instructional quality is predicted by mastery goal orientation, which in turn is regressed on self-efficacy. As supported also by bias-corrected bootstrapping, mastery goal orientation partially mediated the relationship between classroom climate and self-efficacy. Results and an outlook for future research are discussed.  相似文献   

Digitale Spiele     

Prof. Dr. Josef Wiemeyer 《Sportwissenschaft》2009,39(2):120-128

Digital games are experiencing a boom—not just in Germany. In view of their considerable prevalence, it is surprising that sports science (still) only addresses specific aspects of digital games. Based on a definition and differentiation of digital games, this contribution demonstrates that digital games pose numerous important questions, which can and should be considered by sports science. In many ways, digital games can serve as a research topic in sports science or be applied as an instrument for data collection and intervention for study and teaching purposes.  相似文献   

Two uses of anaphora resolution in summarization   总被引：4，自引：0，他引：4  

Josef Steinberger  Massimo Poesio  Mijail A. Kabadjov  Karel Jeek 《Information processing & management》2007,43(6):1663

We propose a new method for using anaphoric information in Latent Semantic Analysis (lsa), and discuss its application to develop an lsa-based summarizer which achieves a significantly better performance than a system not using anaphoric information, and a better performance by the rouge measure than all but one of the single-document summarizers participating in DUC-2002. Anaphoric information is automatically extracted using a new release of our own anaphora resolution system, guitar, which incorporates proper noun resolution. Our summarizer also includes a new approach for automatically identifying the dimensionality reduction of a document on the basis of the desired summarization percentage. Anaphoric information is also used to check the coherence of the summary produced by our summarizer, by a reference checker module which identifies anaphoric resolution errors caused by sentence extraction.  相似文献   

Early Crying,Sleeping, and Feeding Problems and Trajectories of Attention Problems From Childhood to Adulthood     

Ayten Bilgin  Nicole Baumann  Julia Jaekel  Linda D. Breeman  Peter Bartmann  Josef G. Bäuml  Mihai Avram  Christian Sorg  Dieter Wolke 《Child development》2020,91(1):e77-e91

This study investigated if crying, sleeping or feeding problems that co-occur (multiple regulatory problems [RPs]) or are persistent predict attention problems and diagnoses of attention deficit hyperactivity disorder (ADHD) in childhood and adulthood. Participants were 342 individuals who were assessed at 5, 20, and 56 months for crying, sleeping, and feeding (RPs) and at 6, 8, and 28 years for ADHD diagnoses, attention problems, and attention span. Infants/toddlers with multiple/persistent RPs had an increased risk of receiving an ADHD diagnosis both in childhood and adulthood compared to those who never had RPs. Multiple/persistent RPs were further associated with a high-decreasing attention problems trajectory from childhood to adulthood. Interventions to alleviate early RPs may prevent the development of attention problems.  相似文献   

Professional knowledge affects action-related skills: The development of preservice physics teachers' explaining skills during a field experience     

Christoph Kulgemeyer  Andreas Borowski  David Buschhüter  Patrick Enkrott  Maren Kempin  Peter Reinhold  Josef Riese  Horst Schecker  Jan Schröder  Christoph Vogelsang 《科学教学研究杂志》2020,57(10):1554-1582

Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge.  相似文献   

“When you're down,stay down”: A lesson for all competitive alpine skiers supported by an ACL rupture measured in vivo     

Jrg Sprri  Erich Müller  Josef Krll 《运动与健康科学(英文)》2022,11(1):14

BackgroundDuring an experiment, a ski racer equipped with various measurement devices suffered an anterior cruciate ligament (ACL) rupture in his right knee. The aim of this study was to describe the underlying injury mechanism from a functional perspective.MethodsEight giant slalom turns (i.e., 4 left turns), followed by 1 left turn at which the ACL injury occurred, were recorded by 2 video cameras, electromyography of 4 relevant muscle groups, inertial measurement units to measure knee and hip angles, and pressure insoles to determine ground reaction forces.ResultsDue to a loss of balance, the ski racer began to slide sideways at the apex of a left turn. During sliding, his right (outside) leg was actively abducted upward without touching the ground. The ski racer then attempted to stand up again by dropping his leg back towards the snow surface. The end of this dropping was accompanied by a decrease in electromyographic activity in the knee stabilizing muscles. Once the inside edge of the outer ski caught the snow surface, a rapidly increasing peak force, knee flexion, and an aggressive sudden activation of the vastus medialis muscle were observed, while biceps femoris and rectus femoris further decreased their activation levels. This likely resulted in excessive anterior translation of the tibia relative to the femur, causing damage to the ACL.ConclusionOur example emphasizes that ski racers should not get up until they stop sliding. Remember: “When you''re down, stay down.”  相似文献   

Counterfactual Reasoning: Developing a Sense of "Nearest Possible World"     

Eva Rafetseder  Renate Cristi-Vargas  Josef Perner 《Child development》2010,81(1):376-389

This study investigated at what point in development 3- to 6-year-old children begin to demonstrate counterfactual reasoning by controlling for fortuitously correct answers that result from basic conditional reasoning. Basic conditional reasoning occurs when one applies typical regularities (such as "If 'whenever' it doesn't rain the street is dry") to counterfactual questions (such as "If it had not rained, would the street be wet or dry?") without regard to actual events (e.g., if street cleaners had just been washing the street). In counterfactual reasoning , however, the conditional reasoning must be constrained by actual events (according to the "nearest possible world"). In situations when counterfactual reasoning and basic conditional reasoning would yield the same answers, even the youngest children gave mostly correct answers. However, tasks in which the 2 reasoning strategies resulted in different answers proved unusually difficult even for the older children.  相似文献